? ? First, effectively integrate the text and broaden the reading horizon.
Teacher Si Tizhong of Chongqing Shu Ren Education Research Institute once said that group reading is the same result of social development and education development, the natural state of life reading and the normal state of functional reading. Therefore, in classroom teaching, Chinese teachers need to study textbooks carefully, make extensive contact with texts, guide students to explore ways to interpret texts, read texts through perception, understanding, comparison and induction, master methods and grow themselves. In this class, Mr. Zhou discovered the relevance and diversity of the first three of the five ancient poems through research, thus establishing a reading field, broadening the classroom reading horizon and improving the classroom teaching efficiency.
1. Precise target
As can be seen from the lessons, Mr. Zhou's teaching goal is very clear, that is, by comparing and reading three poems, teaching students how to appreciate boarding poems, grasp the poet's emotions, understand the poet in the understanding of others, understand himself in reading poems, and on this basis, promote reading by writing, and combine reading with writing. This goal orientation is in line with the fundamental strategy of poetry teaching. Professor Zheng Guihua pointed out in the article "The Key to Determining the Content of Poetry Reading Teaching" that the most important aspect of poetry reading teaching is to experience the emotion of poetry. Teacher Zhou integrated three poems around the goal of "understanding emotions", making the teaching of this group of poems step by step and natural.
2. The capacity is just right
Appropriate classroom capacity can fully activate students' thinking, thus promoting in-depth reading. For the seventh-grade students, it is difficult to learn poetry because of insufficient accumulation and shallow experience. Judging from the length of this class, according to the learning situation, Mr. Zhou integrated the short poems of the three prime ministers and completed the teaching objectives in two classes; From the teaching content, the topic selection link is intended to guide students to perceive poetry as a whole, and then to promote students' thinking in an orderly manner with three activities: "seeing the scenery from ancient times", "feeling their hearts from ancient times" and "knowing their people from ancient times", and finally to apply what they have learned, to promote writing by reading and to help reading by writing. This kind of teaching is suitable for the learning situation, with appropriate capacity, and follows the reading rules from the outside to the inside, from the superficial to the deep, and from the phenomenon to the essence, which plays an inestimable role in forming students' reading literacy.
Focus on the theme
In the teaching of group writing, the choice and establishment of topic is the key factor of success or failure in class, and it is also the embodiment of teachers' professional quality. To determine the topic, teachers need to study the text from two dimensions: first, read as a reader, experience the real state of students' reading, and figure out the depth of students' independent reading, so as to design teaching according to students' learning situation. Second, as a teacher's professional reading, we should look for the connection points and fusion points between multiple texts, thus forming a whole and flexible teaching design. Teacher Zhou understands the similarities and differences of the three poems in content and emotion, and guides students to start with the title of the poem, perceive the characteristics of the poem on the ground, and finally achieve the purpose of learning along the path of enjoying the scenery and feeling.
Second, create appropriate activities to promote the improvement of ability.
Professor Wang Rongsheng once said: "Today's Chinese teaching should shift from' teaching students to understand textbooks' to' teaching students how to understand textbooks'". For poetry teaching, perceiving the content, imagining the picture and feeling the emotion are the three levels and the basic process of reading. Teacher Zhou designed a variety of classroom activities to flexibly guide students to explore the poet's emotional code, read three poems in communication, collision, epiphany and summary, and learn how to create boarding poems. From this lesson, we can see that Mr. Zhou has taught his students his own methods of interpreting texts, and his teaching strategies are both effective and flexible.
1. Applying Poetry Appreciation Method in Seeking Common Ground Middle School
At the initial stage of class, Mr. Zhou asked the students to read poems in various forms. After initially establishing their reading impression, they observe the discovery of poetry, appreciate the proposed theme, make clear their ideas of appreciating poetry, get to know the characters and poets, and sum up their feelings. The setting of these classroom activities focuses on the relevance of three poems, and through mutual comparison, it arouses students' thinking, and finally enables them to discover the reading methods and writing skills of boarding poems. Teacher Jiang said that group reading is to present an expression in a more concentrated and structured way, so that students can feel and learn the unique expression, find the password of the text and find the writing skills. Teacher Zhou's class is to use the reading strategy of seeking common ground while reserving differences to stimulate students to actively explore three poems, gradually enter the core of the poems, approach the poet's heart, and give birth to the passion and path of creation. It is better to teach people to fish than to teach them to fish. To be sure, the learning process experienced by the students in this class will lay a solid foundation for future poetry learning.
2. Feel the poet's feelings in comparison.
When studying poetry, Mr. Zhou found that the three poets naturally saw different scenery because of their different boarding places; Because of their different life experiences and moods, the three poets expressed different feelings. In class, the teacher guided and compared the differences of three poems in the form of questions: which poem touched your heart? Which couplet touched the poet's heart? What kind of poet did you read from which poem? These questions focus on the diversity of the three poems. Through comparison and screening, students' desire to explore is stimulated, their rational thinking is activated, and their thoughts are generated in the context of appreciation and criticism, which finally touches the emotional essence of the three poets-feelings of home and country, and naturally guides and cultivates students' emotions.
3. Deepen students' understanding in induction.
Third, dialogue activates thinking? Build growth space
(To be continued)